Effects of Special Instruction and Practice by Preschool Age Children on Performance of Object Projection and Stability Tests

Abstract

Four criterion measures were used to assess the vulnerability to change of two variables, stability and object projection, included in a perceptual-motor enhancement program for 60 boys and girls enrolled in a 20-wk., 20-session program, as were 36 male and female controls. Both samples ranged in age from 2 yr., 0 mo. to 5 yr., 8 mo., and all were within the normal range of development. Three beam-walking tests (the beam at different heights and angles) and the overhand throw comprised the criterion measures used for assessment of program effectiveness in stability and object projection. Stability measures were distance divided by time, and object projection scores were determined by velocity of the overhand throw. A three-factor analysis of covariance was utilized to determine significant main effects of age, sex, and treatment. No significant differences were observed. Analyses by age and sex were significantly different on the Inclined Beam test. Analysis by treatment yielded significant differences on the Inclined Beam test and the Overhand Throw. Analysis by age and by sex showed a significant difference in the performance of the Overhand Throw. In summary, performance status of the overhand throw by preschool age children can be improved beyond maturational expectations through guided instruction.